Educating for Advanced Foreign Language Capacities: Constructs, Curriculum, Instruction, Assessment (Georgetown University Round Table on Languages and Linguistics)

Weger-Guntharp, Heather

ISBN 10: 158901118X / ISBN 13: 9781589011182

Published by Georgetown University Press, 2006

About this Item

Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

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Bibliographic Details

• Title: Educating for Advanced Foreign Language Capacities: Constructs, Curriculum, Instruction, Assessment (Georgetown University Round Table on Languages and Linguistics)
• Publisher: Georgetown University Press
• Publication Date: 2006
• Language: English
• ISBN 10: 158901118X
• ISBN 13: 9781589011182
• Binding: Soft cover
• Condition: Good

About this title

Synopsis

This volume considers fundamental issues in advanced language learning, from the definition of "advancedness," through descriptive and instructional considerations in advanced learning, to the role of assessment. It presents both general insights and also language-specific considerations in classrooms at the college level, spanning a range of languages, from the commonly taught languages of English, French, and German to the less commonly taught Farsi, Korean, Norwegian, and Russian. The authors take a cognitive-semantic approach (as opposed to the cognitive-psycholinguistic processing orientation) and find that grammaticized concepts are the biggest obstacle impeding advanced levels of proficiency. The theoretical and data-based findings make clear that learners need the capacity to make choices from across the entire language system, from morphology, syntax, and discourse features, which suggests that a less compartmentalized approach to understanding language use is needed within the field of linguistics . This book also explores curricular and instructional approaches to the centrality of narrative, vocabulary expansion, the demands on instructed programs for efficiency and effectiveness, and the ability to function in a professional context. Finally, it probes the dual role and nature--the what and how--of assessment--as a measurement tool for both researching language learning and for assessing learners as an essential component of their instruction.

About the Author

Heidi Byrnes is the George M. Roth Distinguished Professor of German at Georgetown University. In 2004 she was awarded the Nelson Brooks Award for Excellence in the Teaching of Culture by the American Council on the Teaching of Foreign Languages. Heather D. Weger-Guntharp is currently working on her PhD in applied linguistics at Georgetown University, with primary specialization in individual differences and SLA. Katherine A. Sprang holds a PhD from the German Department at Georgetown University, with primary specialization in second language acquisition.